This collection of papers, uses Foucault to analyse, destablise and re-claim educational problems. They demonstrate the practical applicability of Foucault to things 'cracked' and things 'intolerable' in making them 'not as necessary as all that'; they also offer forms of analysis which can be applied and used in other settings, and policy fields.
This collection of papers, uses Foucault to analyse, destablise and re-claim educational problems. They demonstrate the practical applicability of Foucault to things 'cracked' and things 'intolerable' in making them 'not as necessary as all that'; they also offer forms of analysis which can be applied and used in other settings, and policy fields.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education at the Institute of Education, University College London, UK.
Inhaltsangabe
Introduction: The use and abuse of Michel Foucault in Educational Studies 1. The problem trap: Implications of policy archaeology methodology and drawing implications for anti-bullying policies 2. Analysing policy in the context(s) of practice: a theoretical puzzle 3. Governmentality and 'fearless speech': framing the education of asylum seeker and refugee children in Australia 4. Care of the self, resistance and subjectivity under neoliberal governmentalities 5. Regimes of performance: practices of the normalised self in the neoliberal university 6. Writing Genealogies: an exploration of Foucault's strategies for doing research 7. Foucault and Special Educational Needs: A 'Box of Tools' for Analysing Children's Experiences of Mainstreaming 8. "Bodies are Dangerous": Using Feminist Genealogy as Policy Studies Methodology 9. Social anxiety, sex, surveillance, and the 'safe' teacher 10. Humanism, Administration and Education: The Demand of Documentation and the Production of a New Pedagogical Desire 11. Foucault, Docile Bodies and Post-Compulsory Education in Australia 12. Monumentalizing Disaster and Wreak-construction: A Case Study of Haiti to Rethink the Privatization
Introduction: The use and abuse of Michel Foucault in Educational Studies 1. The problem trap: Implications of policy archaeology methodology and drawing implications for anti-bullying policies 2. Analysing policy in the context(s) of practice: a theoretical puzzle 3. Governmentality and 'fearless speech': framing the education of asylum seeker and refugee children in Australia 4. Care of the self, resistance and subjectivity under neoliberal governmentalities 5. Regimes of performance: practices of the normalised self in the neoliberal university 6. Writing Genealogies: an exploration of Foucault's strategies for doing research 7. Foucault and Special Educational Needs: A 'Box of Tools' for Analysing Children's Experiences of Mainstreaming 8. "Bodies are Dangerous": Using Feminist Genealogy as Policy Studies Methodology 9. Social anxiety, sex, surveillance, and the 'safe' teacher 10. Humanism, Administration and Education: The Demand of Documentation and the Production of a New Pedagogical Desire 11. Foucault, Docile Bodies and Post-Compulsory Education in Australia 12. Monumentalizing Disaster and Wreak-construction: A Case Study of Haiti to Rethink the Privatization
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